Programme thus far (14 Sept 2004)

• South African illiteracy statistics and the case of the magically growing number of literacy and ABET learners
  By: John Aitchison and Anne Harley

• An investigation into the use of the civic education pages in Learn with Echo newspaper supplement as an educational tool in selected adult education classrooms in the Greater Pietermaritzburg area
  By: Zanele Buthelezi

• Student Activism, Academic and Financial Exclusions and Political Mistrust in South Africa
  By: Koen Charlton, Cele Mlungisi, and Libhaber Ariel

• The evolution of a course: Reflecting on our praxis
  By: Aradhna Arbee and Caroline Goodier

• FET Colleges and the NSDS: A critical evaluation
  By: Ivor Baatjes & Richard Rangiah

• Desegregation of educators at KZN public schools: symbolic absence
  By: Nirmala Balkaran & Reshma Sookrajh

• The Common Tasks for Assessment (CTA): Performance Based Assessment Tasks or low-level procedures
  By: Sarah Bansilal

• Teacher epistemologies and the policy–practice relationships
  By: Sylvan Blignaut

• Pedagogical responsiveness in mathematics teacher education
  By: Karin Brodie & Caroline Long

• Domination and Subordination: the audible but invisible identity in sociolinguistic theory and research
  By: David Fraser Brown

• Opening Access to Literacy: Introducing the Genre Approach in Pietermaritzburg Classrooms
  By: Mike Hart & Carol Thomson

• Student Activism, Academic and Financial Exclusions and Political Mistrust in South Africa*
  By: Ariel Libhaber, Charlton Koen and Mlungisi Cele

• The role of the School Development Committee in school governance in Zimbabwe: A case study of five schools in the Gutu District of Masvingo Province.
  By: Vitallis Chikoko

• Research development in context - what really matters?
  By: Iben Maj Christiansen, Prof Lionel Slammert, CPUT

• To clone or not to clone: that is the question
  By: Dorothea de Kock

• Seeing with the body: Educators’ representations of HIV/AIDS
  By: Naydene de Lange Claudia Mitchell, Lebo Moletsane, Jean Stuart, Thabisile Buthelezi

• Looking to the future with the past in mind: onfessions of an Afrikaner
  By: Alette Delport

• The Challenge to Offer Relief to South Africa’s Embattled Teachers (or are they educators?)
  By: Julie Douglas

• Touring research with under fours: towards new responsiblities
  By: Hasina Banu Ebrahim

• Selling HIV/Aids education: the case of mixed messages
  By: Dennis Francis and Nicole Rimesberger

• Academic literacy: Is the future haunted by past inequalities?
  By: Loretta Free

• The pedagogy of practical knowledge: A Bernsteinian approach
  By: Jeanne Gamble

• The mediation of traumatic memories: The role of heritage sites in the ‘new’ democracy of South Africa
  By: Sofie Geschier

• In Search of the Generative Question: Gadamer and pedagogy in tutorial groups
  By: Johann Graaff

• Trapped in language? How we speak of oppression.
  By: Crispin Hemson

• A Management Studies Curriculum for Free Thought: praxis over and beyond ten years of democracy.
  By: Janet Hesketh

• “Masakhane”, “Batho pele ”, “khomanani”, “Lestema”, “tirisano” ......what next? A case study of the Participatory Development Certificate in Education
  By: Zamokwakho Hlela

• Student teachers experiences of Multi-cultural and Anti-racism Education post 1994.
  By: Angela James , Elizabeth Ralfe, Linda van Laren and Nokukhanya Ngcobo

• Mind Your Manners: Speech Act Rules – The Case of Requests Moving from the past to the future with recommendations for improving instruction in sociolinguistic rules
  By: Vijialakshmi John

• Initial teacher education learnerships: lessons from the three-year roll-out
  By: Jenni Karlsson – Education Policy Unit, University of KwaZulu-Natal

• A genealogical critique of quality assurance practices associated with the South African National Qualifications Framework
  By: James Keevy

• Future student wellness with past culture and indigenous knowledge in mind in a subject-specific language support programme
  By: Maureen Klos

• The stories about science that we (do not) tell (South) African learners about their past, present and future
  By: Lesley Le Grange

• Towards a paradigm shift: incorporating indigenous epistemologies in primary school education
  By: Viola Machingura and Judith Mutemeri

• The TEMS Teacher Development Project: A Case Study of a Teacher Learning Community
  By: Murthi Maistry

• Overview of the State of Maths, Science and Technology Education 1994 – 2004
  By: Kgabo Masehela

• Decentralisation Through Different Lenses
  By: Elsa Masuku

• Isichathamiya sikaStoffelton (or the Stoffelton Shuffle)
  By: Bheka Memela & Sandra Land

• Looking back in anger?
  By: Susan Meyer

• On Becoming a Learner and User of English: Telling it as it is
  By: Emmanuel Mgqwashu

• Reflecting on quality assurance in higher education institutions
  By: Ephraim Mhlanga

• The mushrooming inner-city fly-by-night schools
  By: Badiri Moila

• EAR to the Ground: A grass-root level exploration of prospects facing the FETC Sector in South Africa
  By: Richard Rangiah and Ivor Baatjes

• Democratising the Classroom: a Literacy Pedagogy for the New Generation
  By: David Rose

• Providing Aboriginal Health Workers with Qualifications to Match Their Health Roles
  By: Miranda Rose

• Developing Reflective Student Teachers: “We need trained on-site teacher mentors - but this is a big challenge to put in place”
  By: Thelma Rosenberg

• Knowledge and skill requirements for employment as a machine operator: research in progress
  By: Britt Sable

• ‘What do they make of 10 years of democracy?’ Researching the identity and skills of Grade 9 history pupils in Cape Town schools
  By: Rob Siebörger

• Curriculum implementation ten years on: are we in danger of losing the plot?
  By: Jane Skinner

• Preparing learners and universities: Theorising pedagogic responsiveness for academic depth
  By: Lynne Slonimsky & Yael Shalem

• Considerations for theory-building studies in the arts and culture learning area: enhancing the confidence and skills of educators
  By: Maria Smit

• Literature in the streets: Prioritizing Student Access to Narrative Texts in the Classroom
  By: Bev Soane

• Pedagogical Responsiveness to Learning: Students confronting an unfamiliar text-based reality
  By: Carola Steinberg & Lynne Slonimsky

• A cultural perspective on exclusion in Higher Education
  By: Lars Ulriksen

• The Millenium Development Goals [MDG's] with particular reference To Women And Literacy
  By: D Govinden

• Outcomes-based quality assurance: what do we have to lose?
  By: Yael Shalem , Stephanie Matseleng Allais, Carola Steinberg

• Transmitting the school code: an analysis of pedagogic practice in diverse social class contexts
  By: Ursula Hoadley

• Going nowhere slowly?
  By: Paul Hobden and Sally Hobden

• Redress and reconciliation in South African education: the case for a rights-based approach
  By: Kai Horsthemke

• Growing peace - towards sustainable peace education in the Midlands of KwaZulu-Natal
  By: Tim Houghton and Vaughn John

• The varieties in hierarchy
  By: Wayne Hugo

• Assessment in Grade 9 : before and after 2002
  By: Angela James and Linda van Laren

• Curriculum responsiveness: the anatomy of a concept
  By: Ian Moll

• Curriculum responsiveness in programme and materials development for distance teacher education
  By: Ian Moll , Tessa Welch & Jackie Naidoo

• Landscape of early childhood development and learning
  By: Tilly Moodley

• The Principal as a Leader : A Life History Approach
  By: Jabulani Everest Mpungose

• The End of Experimentation: Psychological experimentation as a reproduction of the deprivation and deficit models of cognitive development and learning
  By: Edward Muthivhi

• “We must recover our own selves…”* Cultural justice and identity formation as “futuring” tasks in education
  By: Piet Naude and Elize Naude

• Looking at the future of rural education with the past in mind: critical reflections on rural education experience, reconceptualising notions of rurality and poverty from a rights based approach
  By: Xola Ngonini

• Rehabilitating and educating offenders: Integration or social control?
  By: Magnus Ngubane & Ivor Baatjes

• “Do you all understand?” A case study of language and communication barriers at two primary schools
  By: Sithabile Ntombela and Bonakele Mhlongo

• Motivation for the future, against the backdrop of a past history of deprivation
  By: Maj Olivier & V Msutwana

• Facilitator training for “the most avoided issue”: communal grassland management in KZN
  By: Morag Peden

• Shadows are real you know! “Lessons from teachers who continue to cultivate the desire to ´be and do’ teacher differently.”
  By: Daisy Pillay

• Academic excellence through language equity: the new bilingual BA degree (in English and Sesotho sa Leboa) at the University of the North
  By: Esther Ramani & Michael Joseph

• HIV/AIDS education in pre-service teacher education – make it count!
  By: Linda van Laren

• Rethinking the philosophy of higher education
  By: Berte van Wyk

• Putting ourselves into practice: popular education at/and universities
  By: Astrid von Kotze

• Dilemmas of Teaching and Learning: Making an Argument for Action
  By: Yusef Waghid

• Black learners’ experience of their situation at a desegregated historically white school
  By: Prof. G. Urbani - University of Zululand, Prof. C.C. Wolhuter - Potchefstroom University, Dr A. van der Merwe, Mrs. R.A. Urbani, Mr. K. Konar

• Closing the gap: Redressing past inequities through holistic student empowerment.
  By: Lesley Wood